Figure 6.7 Charlotte’s ‘hundreds and pounds’
In representing objects on paper to count and to calculate, we will also show the
way in which children’s layout of items and operations is a combination of maturity
and a learnt skill (see Chapters 7 and 10).Representing quantities that are counted
During the same period that children represent un-counted quantities, they may also
begin to count the marks or items they have represented and represent items they have
counted. Whilst Matt, Charlotte and Joe represented their sense of quantities through
the marks they made (Figures 2.1, 2.2 and 2.3), Amelie counted the dots she made on
her paper each time (Figure 10.3). Although it is difficult for an adult to identify each102 Children’s Mathematics8657part 1b.qxd 04/07/2006 18:20 Page 102